天天资源网 / 高中英语 / 教学同步 / 外研版（2019） / 选择性必修第一册 / Unit 4 Meeting the muse / 外研版高中英语必修第一册Unit 4 Friends forever教学设计
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Book1Unit4Friendsforever教学设计单元主题本单元的主题语境是“人与社会”，涉及的主题语境内容是良好的人际关系与社会交往，具体而言就是人与人之间的友谊。本单元语篇类型丰富，包括诗歌、论说文、网络论坛帖子、对话和小说等。从一首关于友谊的诗歌开始，本单元依次呈现了诗歌《友谊地久天长》的历史、网络交友、与朋友相处、友谊的关键词、帮助朋友、友谊与法律等学习内容，从多角度诠释了与朋友相关的话题，旨在引发学生对友谊的价值、友谊的真谛、友谊与法律的关系等方面的思考，从而使学生掌握正确的交友原则，以正确的方式结交朋友，珍惜朋友间的友谊，最终形成正确的价值观，培养其自尊、自信、自强的良好品格，并在一定程度上了解中外文化对友谊的探讨和歌颂。单元目标1.语言能力目标能够理解与友谊相关的语篇内容，听懂并谈论与友谊相关的话题，使用新学语言描述朋友间的相处与情感，恰当运用定语从句对目标内容进行修饰、说明，根据故事情节的发展合理续写结尾。2.文化意识目标能够了解中外文化中关于友谊的观点和态度，丰富对友谊的认知，形成正确的人生观、价值观、交友观和跨文化意识，并在生活中珍惜友谊、正确交友。3.思维品质目标能够正确判断语篇中人物的观点和态度，辨析人们对友谊的定义，评判网络、社交媒体环境下人们的交友观念，辨析友谊与法律间的关系，在深入理解语篇内容的同时联系自身实际，实现知识与思维能力的迁移。4.学习能力目标能够通过了解友谊的价值和交友原则，激发英语学习的兴趣；能够多渠道获取英语学习资源；能够选择恰当的策略与方法，监控、评价、反思和调整自己的学习内容和进程。Startingout板块教学设计（建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型Listening+Viewing主题语境人与社会——良好的人际关系与社会交往内容分析本板块有两个活动，活动1呈现了一首诗歌，阐述了友谊的重要意义和作用；活动2给出了一段视频，视频用孔子对友谊的论述引出一首关于友谊的著名英文诗歌《友谊地久天长》。教学目标在本板块学习结束时，学生能够：1.读懂诗歌，看懂视频，对英文诗歌有初步的认识，理解诗歌所表达的情感，为Project写诗歌做好准备；2.了解视频内容，拓展诗歌《友谊地久天长》有关背景知识，通过视频内容感受“友谊”在中西方文化中的重要地位，明白朋友的重要性，对“友谊”的含义有初步的思考。教学重点引导学生读懂诗歌，了解英文诗歌的基本知识，理解诗歌所表达的情感。教学难点引导学生感受和理解诗歌所传递的情感，思考“朋友”的含义。教学策略视听教学法、交际教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherplaystheaudioandasksstudentstolistentothepoemcarefully.2.Teacherasksstudentstoreadthepoem.3.Teacherasksstudentstodiscussthemainideaofthepoemandanswerthetwoquestions.4.Teacherinvitessomestudentsto1.Studentslistentothepoemcarefully.2.Studentsreadthepoem.3.Studentsdiscussthemainideaofthepoemandanswerthetwoquestions.4.Somestudentsintroducehis/herfriendstotheclass.1.TodirectstudentstolearnsomebasicknowledgeofEnglishpoems.2.Toletstudentshaveabasicunderstandingoffriendship.
introducehis/herfriends.Activity21.Teacherplaysthevideoandasksstudentstowatchit.2.Teacherasksstudentstothinkaboutthethreequestions.3.Teacherplaysthevideoagainandasksstudentstoanswerthequestions.1.Studentswatchthevideo.2.Studentsthinkaboutthequestions.3.Studentswatchthevideoagainandanswerthequestions.Toletstudentshaveafurtherunderstandingoffriendshipthroughthevideo.Understandingideas板块教学设计（建议时长30–35分钟，教师可根据教学实际酌情调整。）课型Reading主题语境人与社会——良好的人际关系与社会交往内容分析本板块的课文是一篇论说文，讨论的是网络的发展使交友方式和朋友间的沟通方式都发生了巨大的变化。我们能够随时随地与朋友保持联系，也能够通过网络交到志趣相投的朋友；但与此同时，网络交友也有不少弊端，比如，我们无法确定对方的信息真实与否，因此在网络这种虚拟空间交友存在着一定的风险。教学目标在本板块学习结束时，学生能够：1.读懂语篇，判断作者对网络交友的态度，并获取相关支撑信息；2.了解语篇结构及内在逻辑关系，初步了解英语论说文的文体特征；3.正确看待网络交友，提高思辨能力。教学重点1.引导学生读懂语篇，理解作者意图、课文结构及内在逻辑关系；
1.引导学生了解论说文的文体特征。教学难点1.引导学生理解语篇结构并通过思维导图梳理文中的重要信息；2.引导学生辩证地认识并评价网络交友的现象。教学策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstolookatthequestionsandticktheiranswers.2.Teacherdividestheclassintogroupstohavediscussionsandfindoutthemostpopularanswers.3.Teacherchoosesoneortwogroupstosharetheirresultswiththeclass.1.Studentsticktheanswersindividually.2.Studentsworkingroupsandfindoutthemostpopularanswers.3.Oneortwogroupspresenttheirresultstotheclass.1.Toconcludethestudents’waysofmakingfriends.2.Toconnectthepassagewiththestudents’life.3.Toarousethestudents’curiosityaboutthetopic.Activity21.Teacherasksstudentstoreadthepassagequickly.2.Teacherasksstudentssomequestions.1.Studentsreadthepassagequickly.2.Studentsanswerthequestions.1.Togetthemainideaofthepassage.2.Tofigureouttheauthor’sopinionsaboutonlinefriendship.Activity31.Teacherasksstudentstoreadthepassagequicklyandchoosetheauthor’spurposeinwriting1.Studentsreadthepassagequicklyandchoosetheauthor’spurposeinwritingTofigureouttheauthor’spurposeinwritingthepassage.
thepassage.1.Teacherinvitessomestudentstosharetheiranswerswiththeclass.thepassage.1.Somestudentssharetheiranswerswiththeclass.Activity41.Teacherasksstudentstoreadthepassagecarefullyandfigureoutthestructureofthepassage.2.TeacherasksstudentstocompletethediagramsinActivity4.3.Teachercheckstheanswerswiththestudents.4.Teacherasksstudentstoreadthepassageagainsoastofurtherunderstandthestructureofthepassage.5.Teacherinvitessomestudentstoretellthepassage.1.Studentsreadthepassagecarefullyandfigureoutthestructureofthepassage.2.StudentscompletethediagramsinActivity4.3.Studentschecktheanswerswiththeteacher.4.Studentsreadthepassageagaintofurtherunderstandthestructureofthepassage.5.Somestudentsretellthepassage.Tofigureoutthestructurewithsomedetailsofthepassage.Think&ShareTeacherasksstudentstothinkaboutandanswerthequestions.Studentsthinkaboutandanswerthequestions.1.Tofocusonthedifficultpointsinthepassage.2.Tohelpstudentsmakereasonablejudgmentsaboutmakingfriendsonline.
Usinglanguage板块教学设计（建议时长80–90分钟，教师可根据教学实际酌情调整。）课型Reading+Listening+Speaking主题语境人与社会——良好的人际关系与社会交往内容分析本板块分为三部分，为语法、词汇和听说的综合活动。语法部分包括对定语从句的感知发现、规律总结和真实语境运用，其中两个小语篇的话题分别为“我的朋友”和“社团招新”，前者描述了和朋友相处的细节，后者以网络论坛的形式介绍了远足社团，欢迎志同道合的朋友加入；词汇部分以“友谊汤”食谱的形式呈现了有关友谊的可贵行为和品质的词汇，帮助学生描述、评价朋友的行为和品质；听说部分呈现了两位朋友间的一段对话，引导学生帮助朋友排忧解难。教学目标在本板块学习结束时，学生能够：1.熟悉并运用定语从句；2.掌握与友情相关的词汇；3.理解什么是真正的朋友；4.针对自己在交友过程中的问题找到正确的解决方法。教学重点1.引导学生了解限定性定语从句的基本特征并在真实语境中运用；2.引导学生掌握并恰当地使用描述朋友行为和品质的词汇描述朋友，讨论朋友的行为和品质；3.引导学生初步认识到友谊的重要性，思考与朋友相处的方法，形成健康的人际关系。教学难点1.引导学生在真实语境中运用定语从句；2.引导学生初步认识到友谊的重要性，思考与朋友相处的方法，形成健康的人际关系。教学策略任务型教学法、交际教学法、听说教学法
TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstoreadthesentencesinthefirstboxandpayspecialattentiontothewordsinbold.ThenaskstudentsQuestions1–2.2.Teacherasksstudentstocomparethesentencesinthesecondboxwiththoseinthefirstbox.ThenaskstudentsQuestions3–5.3.Teacherinstructsstudentstolookformoresentenceswithattributiveclausesinthereadingpassageandunderlinethesentences.1.StudentsobservethetwosentencesinthefirstboxandanswerQuestions1–2.2.StudentscomparesentencesinthesecondboxwiththoseinthefirstboxandanswerQuestions3–5.3.Studentslookformoresentenceswithattributiveclausesinthereadingpassageandunderlinethem.1.Tofindoutthestructure,functionandlinkingwordsoftheattributiveclauses.2.Togetfamiliarwiththeattributiveclauses.Activity21.Teacherasksstudentstoreadthepassageandgetthemainideaofthepassage.2.Teacherasksstudentstoreadtheunderlinedsentencescarefullyandrewritethem.3.Teacherchecksthe1.Studentsreadthepassageandgetitsmainidea.2.Studentsreadandrewritetheunderlinedsentences.3.Studentschecktheanswerswiththeteacher.Toapplytheattributiveclausesinacontext.
answerswiththeclass.Activity31.Teacherasksstudentstoreadthepostandgetitsmainidea.2.Teacherasksstudentstofillintheblanks.3.Teachercheckstheanswerswiththeclass.1.Studentsreadthepostandgetitsmainidea.2.Studentsfillintheblanks.3.Studentschecktheanswerswiththeteacher.Toconsolidatetheapplicationoftheattributiveclausesinarealcontext.Activity41.Teacherasksstudentstoreadthetitleandlookatthepicture,thenpredicttheingredientsofthefriendshipsoup.2.Teacherasksstudentstoreadtherecipeandworkoutthemeaningofthewordsinbold.3.Teacherinvitessomestudentstosharetheanswerswiththeclassandothersmakecomments.1.Studentsreadthetitleandlookatthepicture,thenpredicttheingredientsofthefriendshipsoup.2.Studentsreadtherecipeandworkoutthemeaningofthewordsinbold.3.Somestudentssharetheanswerswiththeclass.Othersmakecomments.Tofurtherunderstandthedefinitionoffriendshipandaccumulaterelativewords.Activity51.Teacherasksstudentstoreadthedictionaryentriesandpayattentiontotheirfeatures.2.Teacherasksstudentstomatchthewordsinboldin1.Studentsreadthedictionaryentriesandpayattentiontotheirfeatures.2.StudentsmatchthewordsinboldinActivity4tothedictionaryentries.TofurtherunderstandtherelativewordsinActivity4.
Activity4tothedictionaryentries.1.Teacherinvitessomestudentstosharetheanswerswiththeclass.1.Somestudentssharetheanswerswiththeclass.Activity61.Teacherasksstudentstothinkaboutthekeywordsoftheirown“Friendshipsoup”.2.Teacherasksstudentstoworkinpairsandcreatetheirownrecipe.3.Teacherencouragesseveralpairstoshowtheirrecipestotheclass.1.Studentsthinkaboutthekeywordsoftheirown“Friendshipsoup”.2.Studentsworkinpairsandcreatetheirownrecipe.3.Differentpairsshowtheirrecipestotheclass.Toenlargeandreviewthevocabularyaboutthetopicoffriendship.Activity71.Teacherasksstudentstoreadthesentencesandfindoutthepurposeoftheactivity.2.Teacherplaystheaudioandasksstudentstonumbertheeventsinthecorrectorder.3.Teachercheckstheanswerwiththeclass.1.Studentsreadthesentencesandfindoutthepurposeoftheactivity.2.Studentslistentotheaudioandnumbertheeventsinthecorrectorder.3.Studentschecktheanswerwiththeteacher.Totraintheskillsofgraspingthemainideaofaconversationthroughlistening.Activity81.Teacherplaystheaudioagainandasksstudentstocompletethetable.2.Teacherchecksthe1.Studentslistentotheaudioagainandcompletethetable.2.Studentschecktheanswerswiththe1.Tolearntounderstandthedetailsofthelisteningmaterial.2.Tolearntheways
answerswiththeclass.1.TeacherasksstudentstotalkabouthowAndyandClaragivesuggestions,andasksstudentstopayattentionto“Learningtolearn”.teacher.1.StudentstalkabouthowAndyandClaragivesuggestions,andpayattentionto“Learningtolearn”.ofgivingsuggestions.Activity91.TeacherdividesstudentsintopairsandasksthemtoreadthematerialsonPage82andPage85respectively.2.Teacherasksstudentstoworkinpairsandmaketheconversationaccordingtothedifferentmaterials.3.Teacherinvitesseveralpairstoactouttheirconversationsinfrontoftheclass.1.StudentsworkinpairsandreadthematerialsonPage82andPage85respectively.2.Studentsworkinpairsandmaketheconversationaccordingtothedifferentmaterials.3.Severalpairsactouttheirconversationsinfrontoftheclass.Toapplytheexpressionsofgivingsuggestions.Activity101.Teacherdividesstudentsintopairsandasksthemtotalkaboutaproblemthathascomeupbetweenfriends.2.Teacherinvitesseveralpairstoactouttheir1.Studentsworkinpairsandtalkaboutaproblemthathascomeupbetweenfriends.2.Severalpairsactouttheirconversationsinfrontoftheclass.Tofurtherpractisegivingsuggestions.
conversationsinfrontoftheclass.Developingideas板块教学设计（建议时长80–90分钟，教师可根据教学实际酌情调整。）课型Reading+Writing主题语境人与社会——良好的人际关系与社会交往内容分析本板块的课文节选自著名短篇小说家欧·亨利的作品《二十年之后》，小说讲述了两位好友相约二十年后见面的故事，所节选的内容呈现了主人公在约定的时间和地点等待重逢的场景；读写部分的范文是在该短篇小说结局的基础上续写的结尾。教学目标在本板块学习结束时，学生能够：1.理解课文内容，明确故事中的人物形象和特点，评价人物的行为；2.初步掌握小说类文体的基本特征和常见的阅读方法，了解欧·亨利小说的主题和结尾特点；3.发挥想象，续写故事；4.联系自身实际，辩证思考，树立正确的友情观。教学重点1.带领学生理清故事情节，把握小说的基本特征；2.引导学生深入理解友谊的内涵和意义，树立正确的友情观。教学难点1.引导学生根据小说线索续写小说结尾；2.引导学生辩证思考情与法之间的关系，树立正确的友情观。教学策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherencouragesstudentstoreadtheshortintroduction1.Studentsreadtheintroduction.Toknowsomeinformationabouttheauthorandaccumulate
toO.Henry.1.Teacherasksthetwoquestions.2.Teacherinvitessomestudentstogiveanswers.3.Teacherasksstudentstopayattentionto“Learningtolearn”.1.Studentsanswerthetwoquestions.2.Somestudentsgiveanswers.3.Studentspayattentionto“Learningtolearn”.literaryknowledge.Activity21.Teacherasksstudentstoreadthepassageandfindoutthemainplotandcharacters.2.Teacherasksstudentssomequestions.1.Studentsreadthepassageandfindoutthemainplotandcharacters.2.Studentsanswerthequestions.Tograsptheplotandcharacterrelationshipsofthestory.Activity31.Teacherasksstudentstoreadthepassagecarefullyandthinkofthepossibleendingto“AfterTwentyYears”withthehelpofthethreequestions.2.Teacherdividestheclassintogroupsandasksstudentstosharetheirendingsingroups.3.Teacherasksstudentstoreadthenotefromtheoriginalendingandfindoutwhat1.Studentsreadthepassagecarefullyandthinkofthepossibleendingto“AfterTwentyYears”withthehelpofthethreequestions.2.Studentssharetheirendingsingroups.3.Studentsreadthenotefromtheoriginalendingandfindoutwhatactuallyhappened.Topredictthedevelopmentoftheplotandstimulateimagination.
actuallyhappened.Think&ShareTeacherasksstudentstothinkaboutandanswerthequestions.Studentsthinkaboutandanswerthequestions.Toenhancestudents’understandingoftheendingandencouragestudentstoshowtheirownopinions.Activity41.Teacherasksstudentstoreadthethreescenes.2.Teacherdividesstudentsintogroupsandasksthemtodiscusswhathappenedineachofthethreescenes.3.Teacherasksstudentstoretellthewholestoryingroups.4.Teacherasksstudentstochoosecharactersanddoroleplayintheirgroups.5.Teacherinvitesseveralgroupstoactoutthestoryandothersmakecomments.1.Studentsreadthethreescenes.2.Studentsdiscusswhathappenedineachofthethreescenesingroups.3.Studentsretellthewholestoryingroups.4.Studentschoosecharactersanddoroleplayingroups.5.Somegroupsactoutthestoryandothersmakecomments.1.Tobefamiliarwiththeplotandexperiencethefeelingsofthecharacters.2.Toimprovethespeakingskillandperformanceability.Activity51.TeacherasksstudentstoreadBob’sstory.2.Teacherdividestheclassintogroupsandasksthemtodiscussthethreequestionsingroups.1.Studentsreadthestory.2.Studentsdiscussthequestionsingroups.3.Oneortwogroupssharetheiranswersandgivereasons,andothersmakeToappreciatethestyleofO.Henry’snovelendingandenhancetheliteraryquality.
1.Teacherinvitesoneortwogroupstosharetheiranswersandgivereasons,andothersmakecomments.comments.Activity61.Teacherasksstudentstopayattentiontothekeyelementsofanovelwiththehelpof“Learningtolearn”.2.TeacherasksstudentstoreadthestoryinActivity5againandfindthekeyelementsingroups.3.Teachercheckstheanswerswiththeclass.1.Studentspayattentiontothekeyelementsofanovelwiththehelpof“Learningtolearn”.2.StudentsreadthestoryinActivity5againandfindthekeyelementsingroups.3.Studentschecktheanswerswiththeteacher.Tofindoutthekeyelementsofanovelandprepareforthefollowingwriting.Activity71.Teacherasksstudentstoreadthefivequestions.2.Teacherasksstudentstodesignanendingtothestoryindependently.1.Studentsreadthefivequestions.2.Studentsdesignanendingtothestoryindependently.Toorganisethoughtsandmakethemainplotclear.Activity8Teacherasksstudentstowritetheirendingsindependently.Studentswritetheirownendingsindependently.Topracticethewritingskill.Activity9Teacherinvitessomestudentstosharetheirendingsandasksotherstomakecommentsordiscusstogether.Somestudentssharetheirendingsandothersmakecommentsorconductadiscussiontogether.Togiveopportunitiesforstudentstopresenttheirwritings,makecommentsandlearnfromothers.
Presentingideas&Reflection板块教学设计（建议时长40–45分钟，教师可根据教学实际酌情调整。）课型Speaking主题语境人与社会——良好的人际关系与社会交往内容分析Presentingideas板块呈现了两种关于友谊的观点，旨在引导学生对友谊这一话题有更加深入的理解，形成正确的友情观。Reflection板块引导学生回顾本单元所学知识，及时对自己的学习行为和效果做出评估和判断，反思自己并进行改进。教学目标在本板块学习结束时，学生能够：1.对友谊这一话题有更深入的理解；2.了解英语辩论的基本方法；3.进一步升华对友谊内涵的认识，树立正确的友情观。教学重点1.引导学生通过学习，对友谊有更深入的理解；2.引导学生了解英语辩论的基本方法，并能运用恰当的表达方式进行辩论。教学难点1.引导学生运用恰当的表达方式进行辩论；2.引导学生升华对友谊的认识，让学生树立正确的人生观、价值观。教学策略任务型教学法、交际教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityPresentingideasActivity11.Teacherasksstudentstoreadthetwopointsofviewaboutfriendship.1.Studentsreadthetwopointsofviewaboutfriendship.2.StudentsdiscusstheTohelpstudentsfurtherunderstandthemeaningoffriendship.
1.Teacherdividestheclassintogroupsandasksthemtodiscussthetwopointsofview.2.Teacherasksstudentstodecidewhichpointofviewtheyagreewithindependently.twopointsofviewingroups.1.Studentsdecidewhichpointofviewtheyagreewithindependently.Activity21.Teacherasksstudentswhosupportthesamepointofviewtoformfour-personteamsanddecidetheirroles.2.Teacherasksstudentstothinkofreasonstosupporttheteam’sopinion.3.Teacherasksstudentstoprepareforthedebate.1.Studentswhosupportthesamepointofviewformfour-personteamsanddecidetheirroles.2.Studentsthinkofreasonstosupporttheteam’sopinion.3.Studentsprepareforthedebate.Toguidestudentstothinkdeeplyaboutthemeaningoffriendshipandgetthebasicknowledgeofadebate.Activity31.Teacheraskseachteamtochooseateamwiththeoppositeopinion.2.Teacherasksstudentstoholdadebate.3.Teachermakescommentsandevaluation.1.Eachteamchoosesateamwiththeoppositeopinion.2.Studentsholdadebate.Toencouragestudentstoexpresstheiropinions,andhelpthemcorrectlyunderstandtheunittheme.Reflection1.TeacherguidesstudentstorecallStudentsratetheirperformanceinthisunit,Tohelpstudentsevaluatetheir
whatthey’velearntinthisunit.1.TeacherasksstudentstocompleteReflectioninStudent’sBook.summarisewhatthey’velearntandthinkaboutwhattheyneedtoimprove.performance,reviewtheunit,andthinkaboutwaystoimprove.Project板块教学设计(此部分教师可根据教学实际酌情处理。)课型Speaking主题语境人与社会——良好的人际关系与社会交往内容分析本板块要求学生写一首以友谊为主题的诗歌，表达自己的真情实感，并了解诗歌的情感表达方式及语言特征等，帮助学生深入理解友谊的本质和内涵，增进学生与友人的情感，形成正确的人生观、价值观和交友观。学生在教师的指导下，综合运用本单元所学，有效完成开放型任务，进一步挖掘关于友谊的主题语境，提高综合语言运用能力。教学目标在本板块学习结束时，学生能够：1.了解英文诗歌的基本知识，自主选择合适的结构和观点创作诗歌；2.综合运用本单元所学知识，创作关于友谊的英文诗歌，表达自己对友谊的观点或对朋友的情感；3.进一步挖掘关于友谊的主题语境，提高综合语言运用能力，形成正确的人生观、价值观和交友观。教学重点引导学生了解英文诗歌的基本知识，自主选择合适的结构和观点创作英文诗歌。教学难点1.引导学生综合运用本单元所学知识，创作关于友谊的英文诗歌，提高综合语言运用能力；2.引导学生形成正确的人生观、价值观和交友观。教学策略任务型教学法
TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityPresentingideasInvestigate1.(Inthepreviousclass,)Teacherasksstudentstocollectandreadpoemsonthethemeoffriendship.2.Teacherdividestheclassintogroupsandasksstudentstosharethepoemstheycollected.3.Teacherasksthegroupstoanalysethepoemsandmakenotes.1.Studentscollectandreadpoemsonthethemeoffriendshipbeforeclass.2.Studentssharethepoemstheycollectedingroups.3.Studentsanalysethepoemsandmakenotesingroups.1.Togetstudentspreparedfortheactivities,anddeveloptheirabilityofindividuallearningandexploring.2.Tohelpstudentsgettoknowthebasicelementsofapoem.Plan1.Teacherasksstudentstodecidewhattheywanttowriteinthepoemindependently.2.Teacherencouragesstudentstodecideonthestructureandpointofviewinthepoem.3.Teacherdividestheclassintogroups,andasksstudentstosharetheirownideaswithingroupsandmakeimprovementstoeachother’sideas.1.Studentsdecidewhattheywanttowriteinthepoemindependently.2.Studentsdecideonthestructureandpointofviewinthepoem.3.Studentssharetheirownideaswithingroupsandmakeimprovementstoeachother’sideas.Tohelpstudentsprepareforthepoemwritingandmakeimprovementsingroups.
Create1.Teacherasksstudentstowritethepoemindividuallyoringroups.2.Teacherasksstudentstoreadthefirstdraftcarefullyandmakerevisionsorcorrections.1.Studentswritethepoemindividuallyoringroups.2.Studentsreadthefirstdraftcarefullyandmakerevisionsorcorrections.Toofferstudentsachancetoshowtheirabilitytowriteapoemandlearntochecktheirownworks.Present1.Teacherencouragesstudentstopresenttheirpoemstotheclass.2.Teacherguidesthewholeclasstoappreciateandevaluatethepoems.3.Teacherencouragesstudentstomakefurtherimprovementsafterclass.1.Studentspresenttheirpoemstotheclass.2.Studentsappreciateandevaluatethepoemswiththeteachertogether.3.Studentsmakefurtherimprovementsafterclass.1.Tohelpstudentsimproveskillsinpresentation.2.Tohelpstudentslearnfromeachother.
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